Developed by award-winning education authors and literacy experts, REWARDS® is a series of short-term reading and writing intervention solutions specifically designed for struggling learners in grades 4–12. The REWARDS suite is a powerful, research-validated and specialized program for adolescent students who struggle reading long, multisyllabic words and comprehending content-area text. With explicit, teacher-led instruction, this intervention gives students new skills to become successful readers.
The series includes REWARDS® Intermediate, REWARDS® Secondary, REWARDS® Plus, and REWARDS® Writing.Download Overview
REWARDS Intermediate (grades 4–6) and REWARDS Secondary (grades 6–12) provide strategies for reading long, multisyllabic words to improve comprehension and fluency, giving students the tools to access grade-level content.
REWARDS Plus helps students by extending fluency and comprehension to the content areas of social studies and science.
REWARDS Writing focuses on instruction and practice in three key areas of writing: sharpening word choice, sentence refinement, and editing paragraphs.
Key features include:
Significant gains made across reading levels post-tests indicated that after treatment and maintenance of REWARDS, students in both high- and low-mastery groups made significant gains in word and text reading skills and in oral reading fluency as long as mastery-level criteria were maintained at 80 percent and regardless of whether they practiced with passages or sentences.
REWARDS is the only reading intervention on the market perfectly aligned to recently released national IES Practice Guide recommendations for teachers. This practice guide provides four evidence-based recommendations teachers can use to deliver reading interventions to meet the needs of their students.
Dr. Anita Archer serves as an educational consultant to state departments and school districts on explicit instruction and literacy. She has presented in all 50 states and many countries including Australia. She is the recipient of 10 awards honoring her contributions to education. Dr. Archer has served on the faculties of three universities including the University of Washington, University of Oregon, and San Diego State University. She has co-authored numerous curriculum materials including Phonics for Reading (Curriculum Associates), a three-level intervention program REWARDS® (Voyager Sopris Learning®), a five-component literacy intervention program; and a best-selling textbook, Explicit Instruction: Effective and Efficient Teaching (Guilford Publications).
Dr. Mary Gleason is an educational consultant focusing on implementation of literacy curriculum and instruction. Having taught in general and special education classrooms, she is now a professor at the University of Oregon. Previously, she was director of training for the National Institute for Direct Instruction (NIFDI).
Dr. Vicky Vachon is an educational consultant in the United States, Australia, and Canada. She served as a classroom teacher, worked as part of a multidisciplinary assessment team at the Child Development Clinic's Hospital for Sick Children, and was a project director for the National Institute for Direct Instruction (NIFDI).
In the recent webinar presented by renowned reading expert Dr. Anita Archer, Providing Reading Interventions for Students in Grades 4–9: What the IES Guide and Research Tell Us, she discussed her IES Practice Guide-aligned reading intervention designed for older struggling readers.
REWARDS is the only reading intervention on the market perfectly aligned to recently released national recommendations for teachers to deliver evidence-based interventions that meet the needs of their students. Read more in our brochure.
The language comprehension factor in overall reading achievement becomes more and more important from fourth grade onward. At this age, reading and language arts instruction must include deliberate, systematic, and explicit teaching of word recognition as well as develop students’ subject-matter knowledge, vocabulary, sentence comprehension, and familiarity with language in written texts. The body of research called the science of reading has much to offer these older students who lack foundational reading skills.